Artwork Title: How Do We

Name of Artist: Juraimy Abu Bakar, Jasmine Tan Jia Min

School: CHIJ Katong Convent, BA (Arts) National Institute Of Education

1. INTRODUCTION 

The lesson unit focuses both art-making and art discussion, with the latter recommended to be the activity chosen to start the unit.  

The work created by the teacher is part of a creative collaborative process that between artists/teachers.  The aim is to negotiate how one could develop the visual possibilities based on original marks created.  The pair of works were created separately with each by individual artist.  The initial artistic endeavour was to simply create expressive marks using the wet medium.  Then both artists/teachers exchanged their works compelling the other to ‘complete’ the works exchanged with whatever methods the other party deem suitable.  It’s a work process design to draw out the tension and synergy that emerges from a spontaneous endeavour to negotiate, direct, submit and revise aesthetic expressions. 

2. LEARNING OUTCOMES

Perceiving:

  • Differentiate between marks made for figurative expression and abstract expression
  • Identify the types of marks observed in the artwork (quality of lines, quality of blotches)
  • Note the use of values used to affect the appearance of the marks made
  • Deduce the methods adopted to create the marks
  • Identify the colour scheme used

Communicating:

  • Describe using appropriate descriptive words (adjectives) the characteristics of marks observed
  • Evaluate and express in writing effects appearance (colour, weight, shape) of the marks have on the viewers’ feelings
  • Build artistic vocabulary to be used as part of art discussion conducted either in writing or speech.
  • Explore expressive mark-making using wet medium, controlling the viscosity of the paint as students mixed colours

For art making:

This unit allows students to appreciate the effects expressive marks have on the viewers and encourages them to create expressive marks using the wet medium.  This process should enable students to understand how the control of medium has an influence on the manner the mark appears on a surface. 

3. How the lesson might unfold. For example: 

a. Get students interested by exploring ideas using the following thinking questions:

    – What title would you give to each of the two works?
– List two emotions that these works evoke in the viewer?
– Which of the two works would you describe as ‘Morning’ and ‘Evening’?  (What makes you say that?)

Note:

Elicit responses from students and get them to write it in their air journal.  To extend the learning from a more engaged interaction with the works, consider using ‘Think-Pair-Share’ (TPS) as a teaching strategy.  Work this into the flow which may begin TPS with a own reflection express in writing within time limit.

b. key processes in the lesson (e.g. ideation, telling stories to each other, story boarding)

Mark Making exploration

  • Identify 3 types of marks that can be found on the works and reproduce them using a medium of your choice in ‘Worksheet A’.  Register these marks in Column A (1A, 2A and 3A).
  • Experiment by exploring how else you can make the mark more interesting by ‘adding’, ‘substracting’ or ‘changing’.
  • Using ‘Worksheet B’, create you’re an original compositions of your own incorporating the marks you explored/discovered in ‘Worksheet A’.  You may choose a figurative or abstract composition.  You need not fully finish the entire composition.  Finish this task within 30 minutes.  Exchange this worksheet with a partner.
  • Develop the original composition created by your partner for ‘Worksheet B’.  Then, ‘Add’, ‘Subtract’ or ‘Change’ the composition to make it a semi-figurative composition of your own.  Be as creative and imaginative as possible.

c. What artist references did you use, and why
– Piet Mondrian Trees and Raden Saleh’s ‘Wounded Lion’

4. Practical tips for teachers. 

a. Worksheet B 

– Students are to work in pairs allowing each of the pair to spend 30 minutes on their tasks.  

– To promote inquiry into art marking, consider providing each pair a ziplog bag that contains materials that can be used as tools for mark making

b. The duration for this entire unit could be about four one-hour lessons.

5. Additional resources for teachers

Wounded Lion

Mark Making

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